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Universities have implemented a range of education programmes to address the problem of sexual violence on campus. While these programmes can improve the attitudes and behaviours that contribute to rape culture, little is known about the factors influencing students' decisions to participate in such programmes. The aim of this study was to understand university students' decisions about attending sexual violence prevention workshops. Focus groups or individual interviews were conducted with 28 students at a university in Aotearoa/New Zealand who had attended a prevention workshop (n = 11) or who had had the opportunity to attend (n = 17). Thematic analysis was used to analyse the data with a focus on barriers to students' willingness to engage with sexual violence prevention education. Three themes were developed. Each theme concerned preconceived ideas about sexual violence that impacted students' perceptions of and willingness to engage in sexual violence prevention. The three barriers consisted of perceptions concerning the relevance of programmes, participants' perception that they already knew the content, and the impact of cultural ideas about gender and sexual violence. These findings have practical implications for the development and promotion of future campus sexual violence prevention programmes.

Background: Paediatric critical care (PCC) is a high-pressure working environment. Staff experience high levels of burnout, symptoms of post-traumatic stress, and moral distress. Aim: To understand challenges to workplace well-being in PCC to help inform the development of staff interventions to improve and maintain well-being. Study Design: The Enhanced Critical Incident Technique (ECIT) was used. ECIT encompasses semi-structured interviews and thematic analysis. We identified 'critical incidents', challenges to well-being, categorized them in a meaningful way, and identified factors which helped and hindered in those moments. Fifty-three nurses and doctors from a large UK quaternary PCC unit were consented to take part. Results: Themes generated are: Context of working in PCC, which examined staff's experiences of working in PCC generally and during COVID-19; Patient care and moral distress explored significant challenges to well-being faced by staff caring for increasingly complex and chronically ill patients; Teamwork and leadership demonstrated the importance of team-belonging and clear leadership; Changing workforce explored the impact of staffing shortages and the ageing workforce on well-being; and Satisfying basic human needs, which identified absences in basic requirements of food and rest. Conclusions: Staff's experiential accounts demonstrated a clear need for psychologically informed environments to enable the sharing of vulnerabilities, foster support, and maintain workplace well-being. Themes resonated with the self-determination theory and Maslow's hierarchy of needs, which outline requirements for fulfilment (self-actualization). Relevance to Clinical Practice: Well-being interventions must be informed by psychological theory and evidence. Recommendations are flexible rostering, advanced communication training, psychologically-informed support, supervision/mentoring training, adequate accommodation and hot food. Investment is required to develop successful interventions to improve workplace well-being. [ABSTRACT FROM AUTHOR]

Despite recent advances in cancer treatment, refining therapeutic agents remains a critical task for oncologists. Precise evaluation of drug effectiveness necessitates the use of 3D cell culture instead of traditional 2D monolayers. Microfluidic platforms have enabled high-throughput drug screening with 3D models, but current viability assays for 3D cancer spheroids have limitations in reliability and cytotoxicity. This study introduces a deep learning model for non-destructive, label-free viability estimation based on phasecontrast images, providing a cost-effective, high-throughput solution for continuous spheroid monitoring in microfluidics. Microfluidic technology facilitated the creation of a high-throughput cancer spheroid platform with approximately 12000 spheroids per chip for drug screening. Validation involved tests with eight conventional chemotherapeutic drugs, revealing a strong correlation between viability assessed via LIVE/DEAD staining and phase-contrast morphology. Extending the model's application to novel compounds and cell lines not in the training dataset yielded promising results, implying the potential for a universal viability estimation model. Experiments with an alternative microscopy setup supported the model's transferability across different laboratories. Using this method, we also tracked the dynamic changes in spheroid viability during the course of drug administration. In summary, this research integrates a robust platform with highthroughput microfluidic cancer spheroid assays and deep learning-based viability estimation, with broad applicability to various cell lines, compounds, and research settings. [ABSTRACT FROM AUTHOR]

Body dysmorphic disorder (BDD) is a mental health condition characterised by distress associated with perceived defects in one's physical appearance. Such defects are likely to be very slight or invisible to external observers, making it difficult for people with BDD to convey what they see. Participants created artwork representing how they cope with BDD, then completed a follow-up interview to discuss their artwork. Framework for the Analysis of Drawings was used together with Interpretative Phenomenological Analysis. Three overarching themes were generated from the analysis, centred around BDD's fusion with one's lifeworld, perceptual detachment, and fragmented selves. We suggest incorporating artwork creation in BDD research and clinical settings may elucidate understanding of "hidden" experiences. Clinicians may find it helpful to reflect on how the distinctive BDD "way of seeing" can infuse not just specific perceptions of the body, but also the person's wider relationship to the world. [ABSTRACT FROM AUTHOR]

Autistic individuals with intellectual disability are at greater risk of experiencing anxiety than their non-autistic peers without intellectual disability. Anxiety in this group may present as behaviour that challenges, often leading families to reach out to healthcare or support services. However, many families experience difficulties accessing services and, due to the lack of research into evidence-based anxiety interventions for people with intellectual disability, may not receive individualised support once in a service. This study explored caregivers' experiences of accessing services for autistic individuals with intellectual disability, and their considerations when developing new interventions for this population. Interviews and focus groups were completed with 16 caregivers of autistic people with intellectual disability. Reflexive thematic analysis was used to develop five themes about service access experiences, and three themes about caregiver considerations for anxiety interventions. Caregivers reported that their experiences of accessing services did not meet their expectations, and considerations for future anxiety interventions were often reflective of this. Interventions being flexible to family circumstances to aid accessibility, the embedding of peer support in services, and skills that can be generalised across the lifespan could be applied when aiming to improve outcomes and develop interventions for this under-served population. Many autistic individuals with intellectual disability experience anxiety, and for those who use few or no words, anxiety may present as behaviour that challenges, such as self-injury and avoiding anxiety-provoking situations. Families report difficulty accessing support from services for autistic individuals experiencing anxiety. Moreover, once receiving support, effective interventions for autistic people with intellectual disability are limited. We completed individual and group discussions with 16 caregivers of autistic people with intellectual disability, to (a) explore their experiences of accessing services for anxiety and/or behaviour that challenges for their child; and (b) understand what matters to caregivers when developing interventions that have been designed for them and the autistic individual with intellectual disability that they support. Caregivers reported that services, in their experience, did not deliver the support that they expected, and that they often needed to 'fight' for support. Caregivers considered services and families working together, the inclusion of peer support, and families being offered interventions that are flexible to individual circumstances to be important. These considerations are valuable for clinicians and researchers developing interventions and aiming to improve outcomes for autistic people with intellectual disability and their families. [ABSTRACT FROM AUTHOR]

The pedagogy of teaching research methods, let alone research ethics, is an under-researched field. In this article a sociology lecturer connects five postgraduate students in a qualitative research ethics course with two novice ethnographers' candid empirical studies. While it is common for students to read articles and books on the topic, what was unusual in this ethics course was assigning the readings without priming the students of the ethical concepts of autonomy, do no harm, respect for persons or beneficence. The article documents how these students drew on their prior tacit knowledge of ethics to critique these two empirical studies both in classroom discussions and later in their written assignments. Each student wrote an account of the two texts before joining forces to construct a joint auto ethnographic account based on their reflective journals and on transcriptions of their classroom discussions. Invariably the students' tacit knowledge allowed them to successfully locate core ethical issues within these two texts.

Objectives: Evidence shows paediatric critical care (PCC) nurses display high rates of burnout, moral distress, symptoms associated with post‐traumatic stress disorder (PTSD) and poor well‐being. The COVID‐19 pandemic magnified these pressures producing extremely challenging working conditions. The objective was to understand PCC nurses' lived experience of working during COVID‐19 to determine the impact it had on their well‐being. Design: A qualitative design was used with individual, semi‐structured online interviews analysed using thematic analysis. Results: Ten nurses from six PCC units in England participated. Five themes were generated: (i) Challenges of working in Personal Protective Equipment (PPE), (ii) Adapting to redeployment to adult intensive care, (iii) Changes to staff working relationships, (iv) Being unable to attain work‐life balance and (v) Unprocessed traumatic experiences of working in COVID‐19. It was clear COVID‐19 presented novel challenges to PCC nurses' well‐being. With those came enforced changes in practice; some were temporary, for example use of PPE and redeployment, but others provided insight into the prerequisites for good staff well‐being, for example strong professional relationships, work–life balance and managing one's psychological health. Conclusions: Findings show authentic connections between peers, verbal and non‐verbal communication and a sense of belonging were crucial to nurses' well‐being. A dent in PCC nurses' perceived competence significantly affected their well‐being. Finally, staff need a psychologically safe space to process distress and trauma experienced during COVID‐19. Future research needs to test evidence‐based, theoretically‐informed well‐being interventions to improve and maintain PCC nurses' well‐being. [ABSTRACT FROM AUTHOR]

We present a pluralist approach to analysing emotion and affect within subjective lived experience. We illustrate this by re-engaging with data about living with Parkinson's disease (PD) to more fully understand the felt sense of chronic ill health. Following Pierce, we engage in abductive reasoning to achieve this. The original data were generated using semi-structured interviews and analysed using interpretative phenomenological analysis. This inductive, idiographic analysis was our starting point. We then engaged in a dialogue between theory and data to further explicate the felt sense. Using the phenomenological theory of lifeworld revealed the presence and significance of emotion throughout and revealed the co-existence of well-being and suffering within the felt sense of PD. A narrative-oriented inquiry examined in detail the narrative structure within the retelling of the diagnosis and coming to terms with PD. Emotion was embedded in the account and revealed the prevailing mood within the experience. [ABSTRACT FROM AUTHOR]